This lesson is the first in a series of lessons on the Second World War aimed primarily at KS3 students and is expected to take between 1-2 hours to complete. Students are introduced to some of the main causes of this significant event of modern world history. The lesson can be delivered as a computer based research lesson or through a more traditional, classroom based lesson. In the computer based lesson students are directed to a series of informative websites and audio visual clips from which they can gather their information. In the traditional, classroom based lesson students use the information sheet resources to gather their information. The final task of the lesson requires students to demonstrate their learning through a choice of creative tasks which they must complete. This can include such things as creating a poem, song, role play or video. Responses from students so far has been excellent.

This lesson examines the Blitz, a sustained bombing campaign by Nazi Germany against Britain during World War II. Students will learn about the threats, how Britain adapted, and the concept of the Blitz Spirit. Activities include video analysis, completing worksheets on threats and adaptations, and writing PEEKA paragraphs. The lesson concludes with a discussion on the existence of the Blitz Spirit, supported by evidence from various sources. Lesson Content and Activities: Introduction: Discuss the Blitz and its significance during World War II. Create a spider diagram and add to it while watching a video on the Blitz. Threats: Identify and analyse the threats posed by Heinkel bombers, V1 rockets, and V2 rockets. Complete the ‘threats’ section on the Blitz worksheet using fact sheets. Adaptations: Discuss how Britain adapted to the bombings with bomb shelters, the London Underground, blackouts, barrage balloons, and the Royal Observer Corps. Complete the ‘adaptations’ section on the Blitz worksheet using fact sheets. Blitz Spirit: Examine the concept of the Blitz Spirit and its portrayal in history. Read through various sources and complete a table analysing whether the sources support the idea of a united Blitz Spirit. Writing Task: Write two PEEKA paragraphs, one arguing that there was a Blitz Spirit and one arguing that there was not. Use evidence from at least two sources to support each paragraph. Class Discussion: Share and discuss the paragraphs. Reflect on the impact of the Blitz on British society and whether the Blitz Spirit was a real phenomenon. Resources: Spider diagram template Video link on the Blitz Fact sheets on threats and adaptations Sources for Blitz Spirit analysis PEEKA paragraph guidelines From a series of over 30 Second World War lessons made by Wolsey Academy. They provide a thorough foundation of knowledge in this vital period of 20th Century History and each lesson looks to focus on a range of historical skills and exam techniques to equip students with knowledge and transferable research, analysis and study skills. To find the complete bundle search on the Wolsey Academy website. Wolsey Academy operates as a non-profit, with every penny we make going to one of our charity partners or into the Ipswich Initiative, funding good works across the town and county. Search for Wolsey Academy to see our website for more details and to purchase resources at a discount. Use code ‘WOLSEY’ for 10% off at the Wolsey Academy Web Store. Please help us, help you, help them. Thank you. Hope it helps. W

This lesson examines the Manhattan Project, the top-secret World War II initiative to develop the atomic bomb. Students will explore the project’s key events, scientific breakthroughs, and the impact of the atomic bomb on Hiroshima and Nagasaki. Activities include video analysis, timeline sorting, reading primary sources, and writing PEEKA paragraphs. The lesson concludes with a discussion on the ethical implications and the legacy of nuclear weapons. Lesson Content and Activities: Introduction: Discuss the Manhattan Project and its significance in World War II. Introduce today’s keywords: Atomic Bomb, Nuclear Fission, Los Alamos, Trinity Test, Robert Oppenheimer. Video Analysis: Watch a video on the Manhattan Project and its context within World War II. Write a 50-word summary using the provided keywords. Timeline Activity: Sort timeline cards into the correct chronological order, covering key events like the establishment of Los Alamos Laboratory, the Trinity Test, and the bombings of Hiroshima and Nagasaki. Scientific Discoveries: Read about the discovery of nuclear fission and its importance to the Manhattan Project. Discuss the roles of scientists like Enrico Fermi and Leo Szilard. Government Funding: Explain how massive financial support from the US government enabled the Manhattan Project’s success. Discuss the construction of secret laboratories and the procurement of rare materials. International Collaboration: Explore the collaboration between scientists from the United States, Britain, and Canada. Highlight the sharing of knowledge and expertise that was crucial for overcoming challenges. German Refugees: Discuss the contributions of German refugee scientists, including Albert Einstein and Edward Teller. Explain how their expertise advanced the project. Writing Task: Write a PEEKA paragraph explaining how the USA beat Nazi Germany to develop an atomic bomb. Use today’s keywords and the PEEKA planning sheet for guidance. Peer Assessment: Read through a partner’s essay and use the checklist to give feedback. Write a specific comment on how they can improve their history skills and writing. Class Discussion: Share and discuss the PEEKA paragraphs. Reflect on the ethical implications and the legacy of nuclear weapons. Resources: Video link on the Manhattan Project Timeline cards Reading materials on scientific discoveries, government funding, international collaboration, and German refugees PEEKA paragraph guidelines and planning sheet

This lesson is one of a series of lessons created on the Second World War which I deliver to students at KS3. However, it is a great lesson that would also be ideal for students at KS2. The lesson begins with an engaging starter activity which introduces students to the Home Front and asks them to consider the hopes, fears and feelings of various fictional characters at the outbreak of the Second World War. Students then find out more about life on the Home Front either by following a traditional classroom based lesson using detailed information sheets, or as a computer based lesson which guides students to various websites and video clips from which they can gather their information. Students use their information to produce an A3 presentation piece on the home Front and finishes off by revisiting the starter activity to consider how different people in Britain were affected by the Second World War.

This lesson examines the Spanish Civil War (1936-1939), highlighting its significance as a precursor to World War II. Students will explore the conflict between Republicans and Nationalists, key events, and international involvement. Activities include analysing propaganda posters, guided reading on major speeches, and writing diary entries from George Orwell’s perspective. The lesson concludes with a discussion on the war’s impact on Spanish society and its broader implications. Lesson Content and Activities: Introduction: Discuss the Spanish Civil War, its causes, and its significance as a prelude to World War II. Watch a video for an overview of the conflict. Key Figures and Events: Examine the roles of key figures such as Francisco Franco and Manuel Azaña. Discuss the involvement of Nazi Germany and Fascist Italy in supporting the Nationalists, and the USSR and International Brigades supporting the Republicans. Propaganda Posters: Analyse Nationalist and Republican propaganda posters. Discuss what each side aimed to communicate and how they tried to influence public opinion. Guided Reading Task: Read speeches by Francisco Franco, Manuel Azaña, Edward Knoblaugh, and George Orwell. Complete the ‘viewpoints’ worksheet by summarising each leader’s perspective on the war. What Happened at Guernica in 1937? Discuss the bombing of Guernica, the role of the Luftwaffe, and the impact of this event. Analyse Pablo Picasso’s painting “Guernica” and its depiction of the horrors of war. George Orwell’s Diary: Write diary entries from George Orwell’s perspective based on his experiences in the International Brigades. Use the hint sheets to help structure the diary entries and include key events and conditions of the fighting. Writing Task: Write an essay explaining the significance of the Spanish Civil War in the context of the rise of fascism and the lead-up to World War II. Use the PEEKA paragraph structure to organise arguments. Class Discussion: Share and discuss the diary entries and essays. Reflect on the impact of the Spanish Civil War on Spain and its broader implications for European politics. Resources: Video link on the Spanish Civil War Propaganda posters Guided reading texts and viewpoints worksheet Hint sheets for diary entries PEEKA paragraph guidelines

***SALE*** - this resource is on sale at a reduced price. Learning outcomes: describe what rationing consisted of. assess the methods by which rationing was ‘sold’ to the people of Britain. assess the relative significance of different aspects of the Home Front to people’s lives Lesson features differentiated learning objectives, a well-paced starter, main and plenary, and a focal on source evaluation, including the analysis of sources designed to encourage rationing. Lesson ties together series of three lessons on the Blitz, evacuation and rationing by asking students to compare the relative impact of these three events on Britain using Partington's model of historical significance.

***SALE*** - this resource is on sale at a reduced price. Learning outcomes: describe what evacuation was and explain why it was so important assess the typical experiences of an evacuee and their hosts Lesson features differentiated learning objectives, a well-paced starter, main and plenary, and a focal on source evaluation, including the analysis of a source designed to encourage evacuation.

2 resources including a PowerPoint and worksheet with activities on the evacuation of children in the Second World War.

The aim of this lesson is to analyse how Hitler set Germany on the road to the Second World War and evaluate why Britain and France failed to stop him. Students investigate the five key steps that led Europe towards war, examining how Hitler systematically challenged and dismantled the restrictions of the Treaty of Versailles with little effective opposition. Through a causal spider’s web activity, they analyse why each action increased international tensions and assess how far appeasement encouraged further aggression. Using a range of historical sources, video clips and visual evidence, students develop their analytical skills by applying the COP technique (Content, Origin and Purpose), modelled throughout the lesson to build confidence in source evaluation. This provides excellent preparation for the source-based questions students will encounter at GCSE. Students conclude the lesson with a chronology challenge, sequencing the key events that led to the outbreak of war before evaluating which actions were the most and least significant in causing the Second World War. They justify their judgements using historical evidence and sustained reasoning. This lesson provides an excellent foundation for GCSE History, introducing key concepts and source skills needed for the study of the interwar years, Nazi Germany and the Second World War. An enquiry question is introduced at the start of the lesson and revisited throughout, enabling students to track their progress and develop a deeper understanding of why Europe descended into war in 1939. Fully planned and ready to teach, this lesson develops historical enquiry, causation, chronology, significance, source analysis, interpretation and retrieval skills. Included in this lesson: Fully editable PowerPoint Hitler’s five steps to war, the Treaty of Versailles and appeasement Causal spider’s web activity Historical source and video analysis Chronology and sequencing challenge Significance and evaluation tasks Retrieval practice Differentiated resources and suggested teaching strategies Please leave a review if you find this resource useful. Your feedback is greatly appreciated.

KS3/KS4 History resources: 50 mins-1 hour PP, worksheets, well differentiated. These resources have been designed to be engaging, detailed and easy to follow. All resources are editable (so easy to adapt for your classes) and are designed to last between fifty minutes and one hour each. ***SALE*** - this resource is on sale at a reduced price. An ‘outstanding’ rated lesson. Contains: presentation with starter activity on Oppenheimer quote evidence collecting activity (two options - either walk around the room sources or a single source sheet that can be shared at desks between two students) two differentiated tables for collecting the evidence (or that gives more time for slower students by being partially filled in) opportunity for students to write a speech either justifying or opposing the dropping of the atomic bombs on Hiroshima and Nagasaki two options for either self- and peer-assessment or just peer-assessment Learning Objectives: Gold: Assess the extent to which Britain and France were also responsible for the outbreak of the Second World War. Silver: Explain why he wanted to revise the Treaty of Versailles. Bronze: Describe Hitler’s foreign policy aims. Leave me a review and choose any other resource for free - just contact me via the Conversations tab.

Hook starter: As pupils enter the room the presentation will display an autonomously moving spot light to reveal a picture clue about the lesson. Learning Intention and differentiated outcomes (SMSC). Starter: Pupils' will discuss what qualities a good leader should hold before watching a short video clip inquiry into the leading figures of WWII: Churchill Stalin Hitler Roosevelt. Pupils' will then circulate the room studying the individual leaders, their background and specifically their leadership qualities during WWII. In groups pupils then build a silent conversation to debate, discuss, compare and contrast the four leaders. Pupil's then consolidate their views regarding the best leader answering a structured 8 mark exam style question. If time I then ask my pupils to peer assess with WW / EBI. All videos links are provided along with instructions and advice in the description of the presentation. Peep sheet and vocabulary builder have been included for differentiation. Many thanks

A lesson looking at the consequences of the Second World War. This involves looking at and filling in an A3 sheet on the following events: Germany divided (occupation zones) Cold War Marshall Plan Iron Curtain Berlin Wall The far right in Europe Decolonisation European colonisation Students will then use this information to complete an two consequences exam question. Explain two consequences of the Allied victory in World War Two. Finally students will read about the policies of the Soviet Union and the West, with this information they will create a logo that best represents both ideologies.

This resource explores Second World War poetry in the context of war poetry as a whole. It includes an analysis of Timothy Corsellis' poem &'Dawn After the Raid&'; and writing exercises to get students writing their own poems based on Timothy's structure. The resource supports Young Poets Network&'s annual Timothy Corsellis Prize.

Propaganda posters from the IWM collection looking at how the British Government encouraged people to help the war effort. All the images are available to download together as a PowerPoint. Visit the IWM website to find out more about IWM's free online learning resources http://www.iwm.org.uk/history/learning-resources

This activity is taken from MY UNCLE'S DUNKIRK by Mick Manning and Brita Granström (published by Franklin Watts in association with the Imperial War Museum). It explores the events at Dunkirk by comparing a holiday beach scene with a war zone. There is opportunity for plenty of cross curricular work, including history, geography and PSHE, as well as two worksheets to support the Pupils Writing Targets at Y 2, 3, 4 and 5.

This lesson is a nice review lesson once you have covered some of the main events and topics of the Second World War. The lesson is an independent, computer based research lesson in which students are given the task of producing their own museum exhibition. Students are given the chance to reflect on what they have learnt over previous lessons, delve a bit deeper into an area they are particularly interested in, and get creative to demonstrate their knowledge of the Second World War.